Article Sidebar
Published:
Aug 3, 2018Article Details
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published images
If an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.Main Article Content
AIMED AT ITCHEDD: A proof-of-concept study to evaluate a mnemonic-based approach to clinical reasoning in the emergency medical care educational setting
Abstract
Background. Mnemonics are used as memory aids for teaching, learning and practice in a variety of educational contexts and domains. Mnemonics are commonly used to assist in the recall of critical components of complex or important clinical processes. The AIMED AT ITCHEDD mnemonic was designed to assist students to recall and apply steps associated with a structured clinical decision-making process.
Objective. To obtain the views and opinions of a sample of educators and students regarding the perceived value of AIMED AT ITCHEDD.
Method. A prospective, purposive design was followed, making use of an online questionnaire that consisted of 18 Likert-type questions, together with areas allowing for open, written comments. A total of 47 responses were received. Quantitative data from the closed questions were descriptively analysed. Thematic analysis was conducted on the narratives provided to determine emerging themes.
Results. Despite concerns being raised relating to its length, AIMED AT ITCHEDD was seen as a valuable tool for clinical teaching, learning and practice by the majority of respondents.
Conclusion. As a process mnemonic, AIMED AT ITCHEDD is perceived as having the potential to guide both students and practitioners with the critical thinking and decision-making processes associated with patient assessment, diagnosis and management.
